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The characteristics of effective english teachers as perceived by high school teachers and students in Korea

Asia Pacific Education Review (Impact Factor: 0.47). 12/2006; 7(2):236-248. DOI: 10.1007/BF03031547

ABSTRACT This study investigated the characteristics of effective English teachers as perceived by 169 teachers and 339 students in
high school in Korea, with a self-report questionnaire consisting of three categories: English proficiency, pedagogical knowledge,
and socio-affective skills. Overall, the teachers perceived significantly different characteristics than the students in all
three categories with the teachers ranking English proficiency the highest in contrast to the students who ranked pedagogical
knowledge the highest. The student subgroups also held different perceptions of effective teaching. High achieving students
reported different characteristics than low achieving students in pedagogical knowledge and socio-affective skills, whereas
the male students demonstrated different characteristics from the female students in socio-affective skills. The findings
have implications for knowledge-based teacher education for current and prospective English teachers.

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    • "To the best of the researchers' knowledge, there are only a few studies (e.g., Borg, 2006; Lee, 2010) that clearly concentrate on distinctive characteristics rather than effectiveness and ineffectiveness of English teachers (e.g. Bell, 2005; Brosh, 1996; Mullock, 2003; Park & Lee, 2006). Therefore, this study was an attempt to explore Iranian EFL teachers' perception of their own characteristics and how this perception and their sense of efficacy are affected by years of experience. "
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    DESCRIPTION: The results of MANOVA revealed significant effect of experience on teachers’ sense of efficacy; however, it indicated no significant impact on their beliefs about characteristics that differentiated them from teachers of other subjects.
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    • "To the best of the researchers' knowledge, there are only a few studies (e.g., Borg, 2006; Lee, 2010) that clearly concentrate on distinctive characteristics rather than effectiveness and ineffectiveness of English teachers (e.g. Bell, 2005; Brosh, 1996; Mullock, 2003; Park & Lee, 2006). Therefore, this study was an attempt to explore Iranian EFL teachers' perception of their own characteristics and how this perception and their sense of efficacy are affected by years of experience. "
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    ABSTRACT: This study investigated the effect of Iranian EFL teachers' years of teaching experience on their sense of efficacy and beliefs about teachers' distinctive characteristics. To this end, 135 Iranian EFL teachers completed a validated questionnaire developed by (Borg, 2006) and Teachers' Sense of Efficacy Scale developed by (Tschannen and Hoy, 2001). The results of MANOVA revealed significant effect of experience on teachers' sense of efficacy; however, it indicated no significant impact on their beliefs about characteristics that differentiated them from teachers of other subjects. Three sets of characteristics were discovered through interview; " Similarities " (also reported in Borg's study); "Differences" mentioned differently by participants of both studies, and "unique characteristics" only specified by Iranian teachers.
    LINELT-2014; 12/2014
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    • "In a research being carried out Iran and studying qualities of effective ESL teachers, Shishavan and Sadeghi (2009) administered a tailor-made questionnaire to 59 ESL teachers and 215 ESL learners at universities, high schools, and language institutes. As opposed to other studies, the qualitative analysis of teachers " answers showed that teachers valued more professional skills over personal characteristics such as mastery of the target language, good knowledge of pedagogy, and the uses of different teaching methods as well as a good personality as it was the case in some other ESL teacher quality studies (Brosh, 1996; Kalebic, 2005; Park & Lee, 2006; Pettis, 1997). Considering all these international studies, the researchers emphasized the importance of language knowledge as a crucial factor in describing an effective ESL teacher. "
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    ABSTRACT: The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school charter school system in south-central America. It was found that international teachers perception of effective teachers was similar to findings of other research regardless of nationality as long as teachers enjoys teaching, explain the materials clearly, and grade student work fairly. Univariate ANOVA analysis revealed that international teachers‟ US teaching experience had statistically significant effect on teachers‟ ratings of professional skills. Findings were discussed in light of developing more general effective teacher qualities regardless of subject matter.
    Eurasia Journal of Mathematics, Science and Technology Education 10/2014; DOI:10.12973/eurasia.2014.1119a
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